Introduction
As educators, we have become increasingly more aware of the trend of technology use in the classroom. Due to recent current events, we have now entered into an age in which a lack of technology makes it challenging, if not impossible, to successfully teach. We must aim to carefully make conscious choices about technology in education. “When schools cram computers into traditional classrooms, at best they sustain or only slightly improve the way they already teach and run the schools” (Horn & Staker, 2018, p. 79). We must ask: How should we improve our teaching practices and implement technology use to allow for the best student learning outcomes?
Blended learning is a great way to successfully integrate technology into the classroom and allow students to have access to learning that was nonexistent without our current technology (Horn & Staker, 2018). Online learning is one of the “fastest scaling… of any innovation in K-12 education” (Patrick, 2011). We must improve our teachers’ ability to meet the needs of each individual student and allow students to develop the necessary skills to succeed and grow. While many people mistake online learning or learning with technology as blended learning, we must specify requirements for learning to be truly “blended”. It is important to note that blended learning requires student learning to occur “at least in part in a supervised brick-and-mortar location away from home” and has a minimal requirement of student control, whether it is in regard to timing, placement, the path, or the pace in which students learn (Horn & Staker, 2018, p. 34-35).
To be successful with blended learning, we must start by providing student choice in learning with technology, modifying our school culture, and cultivating an effective professional development program. Recently, many schools have turned to the idea of online learning, and some schools have even shown great success educating with a blended-learning model (Horn & Staker, 2018, p.80).
As a private Catholic school, St. Monica has been blessed with great resources. However, many special programs that are present in public schools are still not available to our students or teachers. Implementing a blended learning environment will allow nonconsumption opportunities in which students would not otherwise receive access. If a school desires to improve student growth or give students access to opportunities or various courses they previously could not offer, blended learning is an appropriate remedy. Many schools will find that their finances can additionally improve (Horn & Staker, 2018, p. 99). With students working at their own pace, students can also have the opportunity to receive personalized support for their different needs, even if they have learning disabilities or are English Language Learners.
Educators and School Culture
Horn & Staker (2015) explains how reshaping culture starts with one task at a time. It is never too late to improve processes and school priorities. We need teachers to implement new teaching practices and there are several ways to create real institutional change. To improve teaching practices, we must carefully give leadership opportunities to teachers, create more challenging activities for students that are manageable, support teachers in keeping up with the initiative, and allow teachers to help find a new solution (Arnett et al., 2018). It is important that we do not make the innovation appear to be reinventing or transforming teaching, but rather improving practices (Horn & Staker, 2018). The way we have teachers view the innovation is just as valuable as how we move forward with the plan.
We need to create an autonomous team that is able to plan, research, and develop ways for the blended learning program to be successful. It is unfortunate, but according to research by Horn & Staker (2018):
reluctance to use autonomous teams is largely to blame for how hard it is to find schools that have converted traditional classrooms into flexible, student-centered learning studios in which the students genuinely control the pace of their learning. (p. 129)
Making the change to blended learning requires the leaders to be intentional with taking risks. In order to have success, we must be strategic regarding our organization before blended learning begins in the classroom.
Success is catalyzed by hardworking, focused, and dedicated leaders in schools and is essential to successful technology use and buy-in for our innovation plan (Brooks, et al., 2015). Thankfully, much change has already occurred over the past year and usage of a Learning Management System (LMS) has been implemented across the school. It is extremely helpful how teachers are already aware of Google Classroom basics. Research has shown that students are quickly preferring courses with an online learning environment preference (Brooks, et al., 2015). With blended learning, students will be able to participate in student-paced lessons through online learning. Our students want to use technology. Not only do they want to use technology, but using technology with blended learning models allows teachers to improve their practices and provide more focused support to each individual student.
For teachers to feel comfortable trying new things, we need to address the mindset of the culture at school. Developing a growth mindset can be done by teaching students about neuroplasticity and the way the brain develops (Robinson, 2017). Speaking kindly to ourselves really affects the way we feel about what we are doing in the classroom. Practicing positive self-talk and paying attention to the language used while communicating the importance of the process of learning rather than only correct answers (Robinson, 2017). In both teaching practices and student learning, it is important to use and display various types of data so that teachers and students can reflect and set growth-oriented goals (Robinson, 2017). Developing a growth mindset in the classrooms at our school is essential for empowering teachers and students.
Teacher Action: Professional Development and Planning
We do not want to fall victim to developing an affinity for eye-catching and trendy technology. In contrast, we need to approach technology with the knowledge that purchasing computers has proven to show little change regarding how teachers deliver instruction and student learning, as it only raises costs and takes resources from other priorities at the school (Horn & Staker, 2018, p. 96 ). In order for us to see a change, we must act. It is evident the purchase of Chromebooks and iPads has not resulted in a truly blended classroom. In fact, despite investing in expensive technology, the factory-style classroom is still present in schools today and many devices are used simply for substitution of paper. Assisting faculty in strategically incorporating pedagogically appropriate usage of technology in their teaching can support a culture of positive student interaction through engagement and an improved sense of connectedness (Brooks, et al., 2015).
In order for the plan to come to fruition, teachers need to learn how to utilize blended learning and must be allowed to fail. “Teachers who are experimenting with bold new approaches to teaching and learning need to know up-front that it is okay if they have an initial dip in progress before they see improvement” (Arnett, et al., 2018). Developing a growth mindset is essential to any plan’s success. In order to provide teachers with the professional development necessary for implementing blended learning in the classroom, we must determine what is good quality professional development.
It is important to note how teachings provided during professional development should be done in ways that are similar to good teaching practices for students. Desmione (2011) explains how professional development needs to be organized by content area and there must be opportunities for active learning. Providing coherence during professional development is necessary, and so is providing a minimal twenty hours of professional development every semester (Desmione, 2011). Noting a recommended number of hours emphasizes how both teachers and students should be learning throughout each and every semester.
Professional development opportunities should exist to target entire grade levels, specific subject areas, and entire schools (Desmione, 2011). Therefore, it is valuable to create professional development that supports those specific audiences. Although teachers constantly utilize good teaching practices during lessons for students, good teaching practices are sometimes overlooked when people create professional development. Just like students, teachers all have different prior knowledge and various abilities and skills. Professional development instructors must keep this in mind while planning professional development lessons. To determine the effectiveness of professional development it is important to use observations, interviews, and surveys as measures (Desmione, 2011).
A valuable second purpose in providing professional development is to support teachers in feeling confident in the amount of support they will receive (Arnett, et al., 2018). In order to prevent anxiety, it is necessary to provide additional time for teachers to work together collaboratively to plan with colleagues (Arnett, et al., 2018). This can be done by allowing teachers to work with PLCs and giving teachers time in their schedules to plan.
Student Choice in Learning with Technology
Even the U.S. Department of Education describes how research shows it is particularly effective when students individually pursue online learning that requires them to both self-monitor their understanding and reflect on learning (2010). We have to start by ensuring student learning is improved by providing student choice and supporting students in their development as self-paced and independent learners. Focusing on student choice will allow students to learn how to be lifelong learners. Blended learning allows the opportunity for students to learn in an individualized fashion (Stein & Graham, 2020). If one were to compare face-to-face learning, with learning done entirely online, blended learning would prove more successful (Stein & Graham, 2020). In fact, the preference students have for online work conveniently supports blended learning (Brooks, et al., 2015).
While working in the classroom with students, it appears that many are not self-motivated and choose to sneak to games on websites in the middle of lessons. If we began using blended learning, allowed students to move at their own pace, and provided authentic learning experiences, we would see how students can develop the motivation and skills necessary to work individually. By teaching students how to self-monitor, they will eventually be able to have autonomy over their learning and successfully participate in inquiry-based and project-based learning activities. The goal of teaching with student choice is to prepare students for being comfortable with self-paced learning using the station rotation model and eventually the disruptive model of individual rotation.
Both the station rotation model and the individual rotation model require the teacher to become a facilitator. Altering the role of a teacher from presenter to facilitator can be challenging and it is common for teachers to struggle with doing so effectively. Moving into the role of facilitator can be done by focusing on providing choice, allowing student ownership, and amplifying student voice through learning opportunities that are authentic (Harapnuik, et al., 2018, p. 24). Teachers must begin releasing control. Researches “[have] learned that authentic learning opportunities can all too easily become limited thematic projects that lose their effectiveness if you don’t give the learner the freedom to choose to do something that is authentic, to take full ownership, and use their voice” (Harapunik, et al., 2018, p. 11 ). If we do not become more comfortable with providing choice, there will be consequences. Providing student choice requires intentionality. Students need teachers to intentionally grow and challenge themselves so that students may be successful.
Conclusion
As far as device-requirement goes, many schools are prepared for all the future holds. In an Educause Center for Analysis and Research study, they discovered that tablets are declining in popularity, importance, and utility because the functionality occurs in laptops and smartphones (2017). Thankfully, with the recent acquisition of Chromebooks we are well prepared with student access to technology for years to come. Research shows how “almost anything you can do to a student can contribute to their achievement, but the key is to do what is most effective” (Harapunuik, et al., 2018, p. 13). The 2017 research also found evidence to conclude that blended learning can be superior to both entirely face-to-face and fully online instructional methods (Brooks & Pomerantz, 2017).
In order to be proactive rather than reactive in the future, beginning the use of blended learning in the classroom will prepare students in becoming independent and lifelong learners. COVID-19 has shown it is possible for a global pandemic to disrupt learning. If we use the disruptive innovation of blended learning, students will develop the values and character-traits necessary for our students to become self-motivated and life-long learners that can withstand the struggles life may throw at us.
Improving culture, creating professional development, engaging teachers in the plan, and allowing student choice in the classroom will prepare students for a future that is improved by a blended learning environment. Students deserve the opportunity to become independent learners. We cannot begin preparing our students for the future unless we step back and develop pedagogy focused on current research-based practices, such as implementing the station-rotation model.
References
Arnett, T., Moesta, B., & Horn, M. (2018). The Teacher’s Quest for Progress: How school leaders can motivate instructional innovation. Christensen Institute. https://www.christenseninstitute.org/wp-content/uploads/2018/08/JTBD.pdf
Brooks, C., Dahlstrom, E., Grajek, S., & Reeves, J. ECAR Study of Undergraduate Students and Information Technology, 2015. EDUCAUSE Center for Analysis and Research. https://library.educause.edu/-/media/files/library/2015/8/ers1510ss.pdf?la=en
Brooks, D. Christopher, and Jeffrey Pomerantz. ECAR Study of Undergraduate Students and Information Technology, 2017. Research report. Louisville, CO: ECAR, October 2017. https://library.educause.edu/~/media/files/library/2017/10/studentitstudy2017.pdf
Desimone, L. (2011). A Primer on Effective Professional Development. The Phi Delta Kappan, 92(6), 68-71. Retrieved October 22, 2020, from http://www.jstor.org/stable/25822820
Harapnuik, D., Thibodeaux, T., Cummings, C. (2018). Choice, Ownership, and Voice through Authentic Learning. Creative Commons License.
Horn, M. & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. Jossey-Bass.
Lawless, K., & Pellegrino, J. (2007). Professional Development in Integrating Technology into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers. Review of Educational Research, 77(4), 575-614. Retrieved October 23, 2020, from http://www.jstor.org/stable/4624911
Patrick, S. (2011). New Learning Models: The Evolution of Online Learning into Innovative K–12 Blended Programs. Educational Technology, 51(6), 19-26. Retrieved October 23, 2020, from http://www.jstor.org/stable/44429967
Robinson, C. (2017). Growth mindset in the classroom. Science Scope, 41(2), 18-21. Retrieved October 22, 2020, from http://www.jstor.org/stable/26387192
Stein, J., & Graham, C. R. (2020). Essentials for Blended Learning, 2nd Edition: A Standards-Based Guide (Essentials of Online Learning) (2nd ed.). Routledge.
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. (2010). Retrieved October 20, 2020 from
Education with Meaning 